ABSTRACT

Nurturing children’s writing is a delicate, yet rewarding process requiring patience, imagination and time. When we plan to teach a unit of work, the objectives we set cannot be written in stone; although we might be clear about the type of writing we want them to produce and the skills they will need to engage in the task, we cannot predict at the start of the week what we will expect from our writers by the end. Until we begin, we cannot be sure what support will be needed, what typical mistakes will arise or what will inspire and excite children to write.